ARCH1900:    The  Archaeology  of  College  Hill    

   Fall  2013  Joukowsky  Institute  for  Archaeology  and  the  Ancient  World  Brown  University    Time:  Mondays  3-­‐5:20  pm  +  1  hour  section  per  week  (time  TBD)  Locations:  Quiet  Green  (excavation),  Carriage  House  at  137  Waterman  St.  (lab),  Rhode  Island  Hall  108  (section)    Instructor:  Linda  Gosner  (linda_gosner@brown.edu)  Office  Hours:  TBA  and  by  appointment,  Rhode  Island  Hall  Graduate  Studio    Teaching  Assistant:  Andrew  Dufton  (andrew_dufton@brown.edu)  Office  Hours:  TBA  and  by  appointment,  Rhode  Island  Hall  Graduate  Studio    Course  Website:  http://proteus.brown.edu/collegehill2013/home  (Password:  collegehill2013)  Archaeology  at  Brown,  250th  Anniversary  Blog:  TBA    Course  Description:  

The  goals  of  this  course  are  twofold:  to  introduce  students  to  the  basics  of  archaeological  field  methods,  and  to  understand  historical  archaeology  through  active  research  and  fieldwork  on  the  Brown  University  campus.  Students  will  learn  all  basic  components  of  field  archaeology  including  project  planning,  survey  and  mapping,  excavation,  drawing  and  recording,  photography,  artifact  analysis,  and  data  management.  Through  readings,  discussion,  and  independent  research,  students  will  also  become  familiar  with  archaeological  interpretation,  documentary  and  museum  research,  and  public  presentation.  Upon  completion  of  this  course,  students  will  have  a  solid  foundation  for  participation  in  archaeological  field  projects  in  the  US  and  elsewhere.  

The  course,  Archaeology  of  College  Hill,  has  a  long  history  of  conducting  excavations  in  and  around  Brown’s  campus.  Previously,  students  have  excavated  off-­‐campus  at  the  First  Baptist  Church  and  the  John  Brown  House.  Last  year,  excavations  moved  to  campus,  where  students  investigated  the  history  of  student  life  on  the  Quiet  Green  through  an  excavation  outside  of  Hope  College  Dormitory.  This  year,  as  part  of  Brown’s  250th  anniversary  celebration,  we  will  continue  to  excavate  on  the  Quiet  Green,  this  time  exploring  the  life  of  the  first  presidents  of  Brown  University  through  a  survey  and  excavation  at  the  former  location  of  the  first  president’s  house.  Our  excavations,  blog,  and  presentations  will  be  some  of  many  exciting  250th  anniversary  activities  on  campus.    

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Course  Structure:       This  course  is  designed  to  expose  students  with  little  or  no  archaeological  experience  to  the  hands-­‐on  aspects  of  being  a  field  archaeologist.  We  will  begin  by  learning  about  site  selection,  archaeological  survey,  and  preliminary  research.  Following  this,  students  will  learn  basic  excavation  methodology  including  digging,  recording,  and  artifact  collection  through  excavation  on  the  Quiet  Green.  The  final  part  of  the  semester  will  be  devoted  to  artifact  analysis  in  the  lab,  interpretation,  and  presentation  of  our  excavation  results  to  the  public.    

Most  fieldwork  and  lab  work  will  take  place  during  our  primary  meeting  time,  Mondays  from  3-­‐5:20.  Hour-­‐long  section  meetings  (time  TBD)  each  week  will  provide  students  the  opportunity  to  discuss  relevant  readings  about  archaeological  methodology,  historical  archaeology,  and  our  current  research  on  Brown’s  campus.  Excavation  and  survey  will  take  place  on  the  Quiet  Green,  lab  work  will  be  in  the  Carriage  House,  and  sections  will  be  held  in  Rhode  Island  Hall.  

Because  of  the  hands-­‐on  nature  of  our  work,  the  class  size  will  be  limited.  The  class  has  a  capped  enrollment,  and  preference  must  go  to  upper  class  undergraduate  concentrators  in  the  Joukowsky  Institute  for  Archaeology  and  the  Ancient  World  or  the  Department  of  Anthropology.  Permission  to  register  for  students  who  have  not  pre-­‐enrolled  may  be  given  by  the  instructor  after  the  first  class  meeting.        Assessment:    Students  will  be  evaluated  based  on  the  following  criteria:  three  written  response  papers,  a  final  project,  a  blog  and  excavation  notebook,  and  attendance  and  participation.      Papers  (3):  30%  (10%  each)  

Students  will  submit  three  papers  over  the  course  of  the  semester.  The  first  of  these  will  be  a  site  report  on  a  place  of  potential  archaeological  or  historical  interest  on  the  Brown  University  campus.  Since  we  will  be  excavating  on  the  Quiet  Green,  and  studying  the  early  history  of  Brown  University,  this  paper  will  help  us  accumulate  more  background  information  as  we  begin  our  research.  This  first  paper  will  also  be  posted  on  our  blog.  The  two  other  papers  will  focus  on  discussion  topic(s)  for  a  particular  week,  and  should  be  turned  in  the  evening  before  section  by  10  pm.  These  papers  should  discuss  important  themes  in  the  readings,  and  discuss  how  they  apply  to  our  current  research  at  Brown.  *All  papers  must  be  3-­‐5  pages  long,  12-­‐point  font  (Cambria  or  Times  New  Roman),  double-­‐spaced,  with  1-­‐inch  margins.  They  must  include  a  bibliography  and  in-­‐text  citations.  Paper  1  should  include  relevant  modern  or  historical  photographs  and/or  maps.  Since  Paper  1  will  be  posted  on  our  blog,  it  may  be  written  in  an  informal  voice.  Papers  2  and  3  should  use  a  formal  academic  writing  voice.  Paper  1  due  before  section  on  Week  4;  Paper  2  due  before  section  on  Week  5,  6,  or  7;  Paper  3  due  before  section  on  Week  8,  9,  or  10.    

Field  Notes  and  Blog  Entries:  15%  Because  doing  archaeology  is  a  destructive  process,  some  of  the  most  essential  elements  of  archaeological  practice  are  proper  recording  and  dissemination  of  findings.  To  that  end,  each  student  will  be  required  to  keep  their  own  personal  field  

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notebook  during  and  after  our  class  meetings.  These  notebooks  should  be  a  narrative  of  what  has  happened,  what  has  been  found,  and  any  other  relevant  information  (weather,  problems  and  concerns,  hypotheses).  Notebooks  should  also  include  drawings  or  sketches  of  trench  plans,  sections,  and/or  artifacts.  These  will  be  handed  in  on  Week  5,  Week  10,  and  Week  12  during  section  for  evaluation.    We  will  also  keep  a  class  blog  to  share  our  work  with  the  Brown  community  general  public.  Each  student  will  be  required  to  update  the  blog  at  least  once  per  semester  with  photographs  and  a  narrative  of  that  week’s  findings.  This  should  be  posted  by  10  pm  on  the  Wednesday  of  the  assigned  week.    

Final  Project:  25%  Students  will  conduct  independent  research  using  data  and  materials  collected  during  survey  and  excavation,  as  well  as  archival  materials.  This  research  will  go  into  final  projects  that  can  be  research  papers,  posters,  websites,  or  other  creative  projects.  Students  will  be  required  to  meet  with  the  instructor  and  teaching  assistant  to  propose  a  project  during  Week  9,  and  will  submit  a  rough  draft  by  Week  12.  The  results  of  the  projects  will  be  presented  during  the  final  week  of  class,  and  may  become  part  of  an  exhibit  displayed  in  the  Joukowsky  Institute.    

Attendance  and  Participation:  30%  Regular  attendance  and  participation  are  mandatory,  and  this  will  be  strictly  enforced.  Archaeology  is  a  collaborative,  hands-­‐on  discipline  and  it  is  extremely  important  to  be  present,  prepared,  and  participate  actively  in  fieldwork,  lab  work,  and  discussion  every  week.  A  student  with  more  than  one  unexcused  absence  will  be  required  to  withdraw  from  the  course.  An  excused  absence  is  acceptable  when  accompanied  by  a  note  from  a  doctor,  coach,  or  other  appropriate  authority.  Please  speak  with  the  instructor  the  first  week  of  class  if  you  foresee  any  time  conflicts.    

Final  grades:  A  =  90-­‐100%,  B  =  80-­‐89%,  C  =  70-­‐80%,  No  Credit:  69%  and  below    

Fieldwork  Preparation:      

Archaeological  fieldwork  is  physically  demanding  and  can  involve  heavy  lifting,  shoveling,  and  prolonged  periods  of  working  outdoors  in  squatted  or  bent  postures.  Students  should  be  in  appropriate  physical  condition  to  carry  out  such  activities.  Please  notify  the  instructor  of  any  injuries  or  physical  limitations  on  the  first  day  of  class.  There  are  always  less  strenuous  tasks  that  can  be  assigned  in  order  to  avoid  aggravating  preexisting  injuries.    

Moreover,  archaeological  fieldwork  and  lab  work  demands  careful  attention  to  detail,  and,  above  all,  patience.  Archaeology  is  a  destructive  process,  and  it  is  extremely  important  that  each  detail  of  the  excavations  is  recorded  thoroughly  and  accurately.  We  are  never  in  a  rush  to  excavate  soil  or  materials  from  the  ground  before  they  are  properly  documented  in  situ.  Students  must  follow  the  excavation  instructions  given  by  the  instructor  or  teaching  assistant.  Anyone  who  does  not  follow  the  proper  pace  of  field  documentation  and  lab  work  procedures  will  be  withdrawn  from  the  course.    

This  should  be  a  fun  experience  for  all  involved,  but  we  also  must  be  mindful  that  we  are  representing  Brown  University  to  the  public,  to  visitors,  and  to  various  historical  interest  groups,  such  as  the  Rhode  Island  Historical  Society.  Please  treat  one  another  with  

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respect  and  take  the  time  to  speak  with  visitors  courteously.  Foul  language,  inappropriate  behavior,  and  tampering  with  the  excavation  areas  unaccompanied  by  the  instructor  or  teaching  assistant  will  not  be  tolerated.  It  should  go  without  saying  that  Brown  University  is  our  host  institution,  as  well  as  private  property,  and  that  any  behavior  that  conflicts  with  its  policies  is  unacceptable.    

Finally,  some  basic,  universal  rules  of  field  behavior  apply.  Students  must  be  dressed  appropriately  in  order  to  participate  in  fieldwork.  Close-­‐toed  shoes  are  required  for  all  outdoor  fieldwork.  Wear  clothes  that  you  don’t  mind  getting  dirty.  As  is  often  the  case  in  archaeology,  we  have  limited  time  and  will  work  in  all  weather  conditions,  rain  or  shine.  Be  prepared  with  appropriate  rain  gear,  sunscreen,  hats,  water  bottles,  etc.    

Keep  track  and  take  care  of  equipment  at  all  times,  as  well  as  the  location  of  the  trenches  in  order  to  prevent  injury.  Never  lean  or  sit  on  the  edge  of  a  trench  or  sit  on  the  ground  inside  a  trench.  Always  take  the  initiative  to  ask  questions,  even  if  something  seems  rudimentary  –  it  is  much  better  to  ask  a  question  than  make  a  basic  mistake.  Also  be  sure  to  pick  up  after  yourself,  and  to  stow  equipment  in  the  storage  location  after  the  day’s  work  is  completed.  Everyone  must  contribute  equally  to  cleaning  up  the  site  after  each  day  of  fieldwork  before  anyone  can  depart  –  archaeological  fieldwork  is  first  and  foremost  a  group  effort,  and  no  one  is  done  until  everyone  is  done.  Finally,  have  fun.  What  we  want  most  in  this  course  is  for  students  to  be  team  players  and  enjoy  themselves!      Texts  and  Materials:    (**  Denotes  books  and  materials  that  must  be  purchased,  all  others  are  recommended  but  also  available  in  PDF  format  or  on  reserve  at  the  Joukowsky  Institute)    

• Deetz,  J.  1996.  In  Small  Things  Forgotten:  An  Archaeology  of  Early  American  Life.  New  York:  Anchor  Books.  

• Renfrew,  C.,  and  P.  Bahn.  2010.  Archaeology  Essentials.  Second  Edition.  London:  Thames  and  Hudson  Limited.  

• **Renfrew,  C.,  and  P.  Bahn,  eds.  2004.  Archaeology:  The  Key  Concepts.  New  York:  Routledge.  

• Roskams,  S.  2001.  Excavation  (Cambridge  Manuals  in  Archaeology).  Cambridge:  Cambridge  University  Press.  

• **Marshalltown  Trowel  ($12-­‐$19  on  Amazon)  • **Small  bound  notebook  (Moleskin  or  similar)  

 Useful  References  and  Resources:    

• Encyclopedia  Brunoniana:  http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/  

• Brown’s  250th  Anniversary  website:  http://brown.edu/about/brown250/  • Rhode  Island  Historical  Society  Library:  http://www.rihs.org/library/collections/  • Providence  City  Archives:  http://www.providenceri.com/archives  • John  Hay  Library  (closed  for  renovation,  but  some  information  available  digitally):  

http://library.brown.edu/about/hay/  • Society  for  Historical  Archaeology:  http://www.sha.org  

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Weekly  Schedule:  All  readings  should  be  completed  BEFORE  section  each  week,  and  students  should  come  to  section  prepared  to  discuss  readings  and  fieldwork  progress.      Week  1:  Introduction  and  Survey  Archaeology    September  9  –  Syllabus  and  Class  Introduction  (Rhode  Island  Hall)    Section:    What  is  archaeological  survey  (extensive  and  intensive  survey,  geophysical  survey,  remote  sensing)?;  How  does  survey  help  us  understand  the  landscape  and  decide  where  to  excavate?    Readings:    

• Renfrew  and  Bahn  2004:  Survey  • Renfrew  and  Bahn  2010:  Chapter  3  –  Survey  and  excavation  of  sites  and  features  • Review  last  year’s  fieldwork  outside  of  Hope  College  on  the  Quiet  Green:  

http://proteus.brown.edu/collegehill2013/19092  • Browse  student  wikis  from  last  year:  

http://proteus.brown.edu/collegehill2013/19091    Week  2:  Archaeological  Survey  and  Excavation  in  Practice    September  16  –  Pedestrian  Survey  of  Brown’s  Quiet  Green,  Totals  station  survey  training    Section:  Key  concepts  in  excavation  techniques  and  methodologies,  dating  and  recording    Readings:    

• Renfrew  and  Bahn  2004:  ‘Ideas  in  relative  and  absolute  dating,’  ‘key  ideas  in  excavation,’  ‘archaeological  formation  processes,’  ‘principles  of  stratigraphic  succession’  

• Look  over  all  recording  paperwork  and  example  notebooks  from  the  Brown  University  Labraunda  Project  and  the  Brown  University  Abydos  Project.    

 Week  3:  Excavation,  Research  Design,  and  History  of  Brown    September  23:  Excavation  –  laying  out  a  trench,  archaeological  photography,  field  notebooks,  recording,  excavation  techniques  (bring  your  trowel!)    Section:  What  is  historical  archaeology?;  History  of  Brown;  areas  and  buildings  of  archaeological  interest  on  Brown’s  campus;  archaeological  research  design  and  planning    Readings:  

• Philips,  J.M.  2000.  Brown  University:  A  Short  History.  Providence,  Rhode  Island:  Office  of  Public  Affairs  and  University  Relations.  

• Renfrew  and  Bahn  2004:  ‘Historical  Archaeology  and  Text’  

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Week  4:  Excavation  and  History  of  Brown  **Paper  1  Due  by  10  pm  before  section  (hand  in  email  draft,  post  on  the  class  blog)    September  30:  Excavation    Section:  Discussion  of  archaeological  and  historical  sites  of  interest  at  Brown  University  

(Paper  1);  blog  and  public  presentation  goals    Readings:  

• Allen,  B.A.,  P.  Armstrong,  E.  Hu-­‐Dehart,  and  M.  Orr.  2006.  Slavery  and  Justice:  Report  of  the  Brown  University  Steering  Committee  on  Slavery  and  Justice.  Providence,  Rhode  Island.  

• Peruse  blog  posts  of  classmates    Week  5:  Excavation,  Drawing,  and  Recording  Techniques    **hand  in  excavation  notebooks  for  check  during  section    October  7:  Excavation    Section:  Archaeological  photography,  plan  and  section  drawing,  Harris  Matrices    Readings:    

• Roskams  2001:  Chapter  7  –  the  photographic  record;  Chapter  8  –  the  spatial  record;  Chapter  9  –  the  stratigraphic  record  (p.  119-­‐168)  

 Week  6:  Excavation  and  Community  Outreach    October  14  –  No  class  (Fall  Weekend)    Readings:    

• Deetz,  J.  1996.  In  Small  Things  Forgotten:  An  Archaeology  of  Early  American  Life.  New  York:  Anchor  Books.    

• King,  J.A.  2006.  “Household  archaeology,  identities,  and  biographies.”  In  The  Cambridge  Companion  to  Historical  Archaeology,  edited  by,  D.  Hicks  and  Mary  C.  Beaudry,  293–313.  Cambridge:  Cambridge  University  Press.  

 October  19  –  International  Archaeology  Day/Family  Weekend  (mandatory)  

10  am-­‐4pm  –  Excavation  and  public  visits  from  families  and  community  members    Week  7:  Excavation,  Archival  Research,  and  Maps  **Paper  2  Due  by  10  pm  before  section    October  21  –  Excavation    

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Section:  Guest  talk  on  archival  research  and  cartography  in  Providence  by  Timothy  Sandiford;  techniques  of  writing  historical  archaeology    Readings:  

• Seasholes,  N.S.  1988.  “On  the  use  of  historical  maps.”  In  Documentary  Archaeology  in  the  New  World,  edited  by,  M.  Beaudry,  92–118.  Cambridge:  Cambridge  University  Press.  

• Wilkie,  L.  2006.  “Documentary  Archaeology.”  In  The  Cambridge  Companion  to  Historical  Archaeology,  edited  by,  D.  Hicks  and  M.  Beaudry,  13–33.  Cambridge:  Cambridge  University  Press.  

• Mrozowski,  S.A.,  G.H.  Ziesing,  and  M.C.  Beaudry.  1996.  Living  on  the  Boott:  Historical  Archaeology  at  the  Boott  Mills  Boardinghouses,  Lowell,  Massachusetts.  Amherst:  University  of  Massachusetts  Press.  (skim)  

 Week  8:  Excavation,  Databases,  and  Digital  Technologies  and  Public  Presentation    October  28:  Excavation    Section:  ARK  and  database  creation  and  management,  digital  presentation    Readings:  (Look  over  websites)  

• ARK  Databases:  http://ark.lparchaeology.com  • Day  of  Archaeology:  http://www.dayofarchaeology.com  • Çatalhöyük:  http://www.catalhoyuk.com  • Morgan,  C.,  and  S.  Eve.  2012.  “DIY  and  digital  archaeology:  what  are  you  doing  to  

participate?”  World  Archaeology  44  4:  521–537.    

Week  9:  Excavation  and  Object  Biographies  **Final  Project  Proposal  meetings  during  teaching  assistant  or  instructor  office  hours    November  4:  Excavation    Section:  “250  Years  of  Brown  in  25  Objects,”  guest  presentation  by  Müge  Durusu    Readings:  

• Gosden,  C.,  and  Y.  Marshall.  1999.  “The  cultural  biography  of  objects.”  World  Archaeology  31  2:  169–178.    

• Joy,  J.  2009.  “Reinvigorating  object  biography:  reproducing  the  drama  of  object  lives.”  World  Archaeology  41  4:  540–556.  

• Kopytoff,  I.  1986.  “The  Cultural  Biography  of  Things:  Commoditization  as  Process.”  In  The  Social  Life  of  Things,  edited  by,  Arjun  Appadurai,  64–91.  Cambridge:  Cambridge  University  Press.  

     

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Week  10:  Laboratory  Skills  and  Ceramic  Analysis  **Paper  3  due  by  10  pm  before  section;  hand  in  excavation  notebooks  for  check  during  section    November  11:  Object  analysis  in  the  Carriage  House  Laboratory    Section:  Object  Drawing  and  Photography,  Ceramic  Analysis    Readings:  

• Orton,  C.,  P.  Tyers,  and  A.  Vince.  1993.  Pottery  in  archaeology  (Cambridge  Manuals  in  Archaeology).  Cambridge:  Cambridge  University  Press.  (Read:    Chapter  2:  The  Potential  of  Pottery  as  Archaeological  Evidence,  p.23-­‐43;  Chapter  7:  Illustration,  p.87-­‐97)  

• Groover,  M.  2001.  “Linking  Artifact  Assemblages  to  Household  Cycles:  An  Example  from  the  Gibbs  Site.”  Historical  Archaeology  35  4:  38–57.  

• Adams,  Williams,  H.  2003.  “Dating  Historical  Sites:  the  Importance  of  Understanding  Time  Lag  in  the  Acquisition,  Curation,  Use,  and  Disposal  of  Artifacts.”  Historical  Archaeology  37  2:  38–61.  

 Week  11:  Laboratory  Analysis    November  18:  Object  analysis  and  final  projects    Section:  Object  analysis  and  final  projects    Readings:  

• Independent  reading  and  research  for  final  projects  • Historic  Glass  Identification:  http://www.sha.org/bottle/  

   Week  12:  Laboratory  Analysis  and  Final  Projects  **Rough  drafts  of  Final  Projects  Due;  hand  in  excavation  notebooks  during  section    November  25:  Object  analysis  and  final  projects    Section:  Object  analysis  and  final  projects    Readings:  

• Independent  reading  and  research  for  final  projects    Week  13:  Final  Project  Presentations    December  2:  Final  presentations  in  Rhode  Island  Hall  **Final  Projects  due  on  or  before  December  11th  at  5  pm